An interaction analysis model to study knowledge construction in interprofessional education: proof of concept

A goal of interprofessional clinical learning experiences is to facilitate learning through co-construction of knowledge in support of patient care. Yet, little is known about knowledge construction processes among health professions students working together to care for patients. Understanding know...

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Bibliographic Details
Published in:Journal of interprofessional care 2021-09, Vol.35 (5), p.736-743
Main Authors: Floren, Leslie Carstensen, ten Cate, Olle, Irby, David M., O'Brien, Bridget C.
Format: Article
Language:English
Subjects:
Clinical learning environment
Clinical placements
Clinical training
Collaborative learning
Construction
Feasibility
health professions education
Interaction analysis
Interdisciplinary aspects
Interdisciplinary education
interprofessional
Interprofessional education
Knowledge
knowledge construction
Medical personnel
Patients
qualitative
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Summary:A goal of interprofessional clinical learning experiences is to facilitate learning through co-construction of knowledge in support of patient care. Yet, little is known about knowledge construction processes among health professions students working together to care for patients. Understanding knowledge construction processes can guide health professions educators in the design of interventions to support knowledge construction and high-quality learning in clinical placements. In this article, we describe findings from a proof of concept study that explores the feasibility and utility of using Gunawardena's Interaction Analysis Model (IAM) to evaluate health professions students' knowledge construction processes in clinical placements. The IAM has been used to study knowledge construction processes in computer-supported collaborative learning environments, but not in interprofessional education. The IAM describes five phases of knowledge construction - sharing/comparing; exploring dissonance; co-constructing meaning; testing; coming to agreement/applying co-constructed knowledge - each representing a progressively higher-level learning process. Application of the IAM to learner dialogue proved labor-intensive but feasible and useful as a research tool to characterize learners' knowledge construction behaviors. Our findings suggest that the IAM warrants further study and may offer a framework to guide the design of clinical placements and analysis of interprofessional learning behaviors.
ISSN:1356-1820
1469-9567
DOI:10.1080/13561820.2020.1797653